Monica T. reaves
Survey of Research in Human Development and Behavior
Dr. Fabio D’ Angelo
October 27, 2012

AbstractUrie Bronfenbrenner, a well-known scholar in the field of development psychology, formulated the Human Ecology Theory. The Ecological System Theory states that human development is influenced by the different types of environments throughout our lifespan that may influence our behavior in various degrees. Bronfenbrenner’s ecological theories consist of five environmental systems that range from close interpersonal interactions to broad-based influences of cultural. There are four different systems which define the ecological theory. The systems include microsystem, mesostem, exosystem, and macrosystem (Santrock, 2008). By Urie Bronfenbrenner creating these different systems, he wanted to show that family, economy, and political structures make up the development of a child into adulthood. In this paper I will attempt to cover the theories of Bronfenbrenner as it relates to child development, while looking at environmental influences. Bronfenbrenner’s Ecological Theory of Development

One cannot grasp human development by simply observation and measuring individuals’ behavior in clinical settings that are separate from their relevant social, physical, and cultural environments (Crandell & Crandell, Vander Zanden, 2012). Urie Bronfenbrebber (1917-2005), had a major influence in the development of human development. Bronfenbrenner’s bioecological model is among the most cited and frequently taught in human development. Bronfenbrenner’s ecological system, first introduced in the 1970s (Bronfenbrenner’s 1974, 1976, 1977, 1979), represented a reaction to the restricted scope of most research then being conducted by development psychologist. Bronfenbrenner’s ecological system theory looks at the child’s environment in terms of its quality and context. The ecological model explains the difference in an individual’s knowledge, development, and competences through the support, guidance and structure of the society in which they live. Bronfenbrenner and Crouter (1983) distinguished a series of systems for investigating the impact of environment on development. The first model pertains to the structure of the external systems that affect the family and the manner in which they exert their influence. The second dimension relates to the degree of explicitness and differentiation according to interfamilial process that are influenced by external environment (Ecology of the Family as a Context for Human Development: Research Perspectives, Developmental Psychology, 1986, Vol.22, No.6, pg. 723-742). According to Bronfenbrenner, the interactions between numbers of overlapping ecosystems affect a person significantly. Moving from the innermost level to the outside, these structures are defined as described below. 1. Microsystem

The microsystem refers to the environment in our daily lives. Examples include such settings as family, school, peer, group, and workplace (Santrock, 2008). It is within the immediate environment of the microsystem that operates to produce and sustain development. Mentors can play an important role in improving some student’s learning. When guidance is accomplished through demonstration, instruction, challenge, and encouragement on a more or regular basis over an extended period of time. In addition, the young person’s relationship to the mentor takes on an emotional character of respect, loyalty, and identification (Hamilton, 2004, p. 396, based on a personal communication with ecological theorist Urie Bronfenbrenne). According to Bronfenbrenner, the interactions between a number of ecosystems affect a person significantly. As two microsystems begin to work together i.e. teacher and parent working together to educate a child happens through the mesosystem. 2. Mesosystem

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2.
Abstract
This essay will give a brief description of UrieBronfenbrenner contribution to the psychology. It will assess Bronfenbrenner ecological theory of development. It will examine the Bronfenbrenner Ecological Model of Human Development how each of the five systems form a child’s personal development. The document will identify which of Bronfenbrenner systems had the greatest impact on this scholar’s individual’s growth. It will evaluate the effects of the ecological theory in regard to what prompted this scholar’s decision to enter a graduate program in Mental Health Counseling. It will state which system Bronfenbrenner thought was most important.
3.
Bronfenbrenner Analysis
According to New World Encyclopedia, UrieBronfenbrenner was a Russian-born, American-Psychologist. At the age of 6, his family moved to the United States. His father, Dr. Alexander Bronfenbrenner was a clinical pathologist and research director for the New York Institution for the Mentally Retarded.
Bronfenbrenner attended Cornell...

...The ecological theory of development that was proposed by UrieBronfenbrenner (1917-2005), is relevant to state all of our lives. Bronfenbrenner’s research demonstrates how our development is affected by the environment in which we live. The model consist of five major systems; microsystem, mesosystem, exosystem, macrosystem, and chronosystem. "Ecological systems theory is an approach to study of human development that consists of the scientific study of the progressive, mutual accommodation, throughout the life course, between an active, growing human being, and the changing properties of the immediate settings in which the developing person lives, as this process is affected by the relations between these settings, and by the larger contexts in which the settings are embedded'” (Bronfenbrenner, Ecological systems theory, 1989).
In proposing the ecological model as a research tool, Brofenbrenner wanted to move away from the traditional focus that sees either the environment of the person instead of the relationship between them as the most important aspect of development. Furthermore, he wants to focus on the process of development rather than concentrate on isolated variables at a single point in time. (Crandell, Haines Crandell, Vander Zanden, 2009 p.52) Many developmental models place an emphasis on the nature vs. nurture in the development of children. However, Bronfenbrenner’s theory looks at the child’s environment in...

...and pediatrics, the branch of medicine relating to the care of children. Developmental change may occur as a result of genetically-controlled processes known as maturation, or as a result of environmental factors and learning, but most commonly involves an interaction between the two.” (Wikipedia)
"Bronfenbrenner (1979, pg.27) states "Development never takes place in a vacuum, it is always embedded and expressed through behavior in a particular environment." In proposing the ecological model as a research tool, Bronfenbrenner wants to move away from the traditional focus that sees either the environment of the person instead of the relationship between them as the most important aspect of development. Furthermore he wants to focus on the process of development rather than concentrate on isolated variables at a single point in time." (Crandell, Crandell, & Vander Zanden, 2009)
“Bronfenbrenner was one of the first psychologists to adopt a holistic perspective on human development, developing his Ecological Systems Theory which had a widespread influence on the way psychologists and other social scientists approach the study of human beings and their environments. Bronfenbrenner emphasized the importance of the social environments in which children are raised, and saw the breakdown of the family as leading to the ever growing rates of alienation, apathy, rebellion, delinquency, and violence among American youth....

...Title:
Ecology of the family as a context for human development: Research perspectives. By: Bronfenbrenner, Urie, Developmental Psychology, 0012-1649, 1986, Vol. 22, Issue 6
Database:
PsycARTICLES
By: UrieBronfenbrenner
Department of Human Development and Family Studies, Cornell University
Acknowledgement: This review is based on a longer background paper prepared at the request of the Human Learning and Behavior Branch of the National Institute of Child Health and Human Development in connection with the development of their Five Year Plan for Research.
I am indebted to the following colleagues for their constructive criticism of the original document: Josephine Arastah, Mavis Hetherington, Richard Lerner, Jeylan T. Mortimer, Joseph H. Pleck, Lea Pulkinnen, Michael Rutter, Klaus Schneewind, and Diana Slaughter. Appreciation is also expressed to Gerri Jones for typing innumerable revisions of the manuscript.
Correspondence concerning this article should be addressed to: UrieBronfenbrenner, Department of Human Development and Family Studies, Cornell University, Ithaca, New York 14853
The purpose of this article is to document and delineate promising lines of research on external influences that affect the capacity of families to foster the healthy development of their children. The focus differs from that of most studies of the family as a context of human...

...UrieBronfenbrennerUrieBronfenbrenner believed that human development stems from social interactions and is highly influenced by society and culture. He viewed development as taking place within a series of different social ecosystems. He labeled different systems or levels of the environment that influence children's development. These levels span from immediately close influences, such as family, friends and peers to larger influences such as school boards and employment agencies to cultural, political and economic influences. These levels include: the microsystem, the mesosystem, the exosystem, and the macrosystem.
The microsystem is the small, immediate environment the child lives in. Children's microsystems will include any immediate relationships or organizations they interact with. This includes their immediate family or guardians and their school or daycare. How these groups or organizations interact with the child will have an effect on how the child grows; the more encouraging and nurturing these relationships and
places are, the better the child will be able to grow.
Additionally, how a child reacts to or treats these
people in the microsystem will affect how they
care for them in return.
Bronfenbrenner's next level, the mesosystem,
describes how the different parts of a child's
microsystem work together for the sake of
the child. For example, if a child's parents
regularly...

...Bronfenbrenner Ecological Theory
Yukti Ahuja
Introduction
One of the well known scholars in the field of developmental psychology, UrieBronfenbrenner has been the primary contributor to the ecological systems theory. The
ecological theory defines four types of systems which contain roles, norms and rules that
shape development. The systems include a microsystem, mesosystem, exosystem, and
macrosystem. The microsystem is the family, classroom, or systems in the immediate
environment in which a person is operating. The mesosystem is two Microsystems
interacting, such as the connection between a child’s home and school. The exosystem is
an environment in which an individual is indirectly involved and is external to his
experience, yet it affects him anyway i.e. a child’s parent’s workplace. The macrosystem
is the larger cultural context.
By creating these systems, Bronfenbrenner was the leader in introducing
researchers into examining the family, economy, and political structures as influencing
the development of a child into adulthood. This paper will attempt to better understand
the findings of Bronfenbrenner as it relates to child development, also look at
environmental influences on the whole child’s development and finally how it relates to
early education programs.
Various development theories place emphasis on the nature and nurture
interaction in the development of children. But...

...UrieBronfenbrenner is most famous for his views on ecological psychology. Some argue that he is one of the most well known psychologists of his time. In his eighties when he died, he had an extremely long and productive career. Having read a lot of history on this psychologist I would have to agree that interactions with others and the environment are key to development. These theories acknowledge the interaction of biology and environment. They also emphasize the important impact that cultures can have on the development of the individual. We all experience more than one type of environment, including
§ The microsystem - such as a family, classroom, etc is the immediate environment in which a person is operating.
§ The mesosystem - which is two microsystems interacting, such as the connection between a child’s home and school.
§ The exosystem - which is an environment in which an individual is not involved, which is external to his or her experience, but nonetheless affects him or her anyway. For example, if the parent has a bad day at work, or is laid off, or promoted, or has to work overtime, all of these events impact the child.
And finally,
§ The macrosystem - or the larger cultural context (Bronfenbrenner, U. 1979). The ecology of human development. Cambridge, MA).
Throughout my life and in my home my parents, grandparents and great grandparents were all educated and there was no question whether or not...

...Bronfenbrenner Analysis Name: Course: Tutor: Date: UrieBronfenbrenner is today credited and known in the psychology development field for the development of the ecological systems theory constructed to offer an explanation of the way everything in a child and their environment affects the whole child development. Bronfenbrenner ecological theory has levels or aspects of the environment containing roles, norms, and rules defining child development namely the microsystem, the mesosystem, the exosytem, the macrosystem and the chronosystem. The subsequent discussion offers an analysis of these levels and their influence to child development, and then offers a personal analysis of the influence of the ecological theory in decision making. The theory offers an approach that acknowledges the importance of the child’s environment during growth, with the interaction factors between the child and their environment fueling and steering the development (Slee 69). The four levels begin with the child and their immediate environment then move on to their interaction and larger environment, meaning the immediate and the outside are important in the development of a child. The first level is the microsystem, which contains the small and immediate environment that the child is in contact with or lives in, and the relationships or interactions with the direct environment (Belgrave &amp; Allison 239)....